The Citation Index of Chemistry Education Research in the Journal of Chemical Education from 2008 to 2016: A Closer Look at the Impact Factor
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Jon-Marc G. Rodriguez [1] ; Kinsey Bain [1] ; Alena Moon [2] ; Michael R. Mack [3] ; Brittland K. DeKorver [4] ; Marcy H. Towns [1]
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[1] Purdue University
Purdue University
Township of Wabash, Estados Unidos
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[2] University of Michigan–Ann Arbor
University of Michigan–Ann Arbor
City of Ann Arbor, Estados Unidos
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[3] Unitec Institute of Technology
Unitec Institute of Technology
Nueva Zelanda
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[4] Michigan State University
Michigan State University
City of East Lansing, Estados Unidos
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- Localización: Journal of chemical education, ISSN 0021-9584, Vol. 94, Nº 5, 2017, págs. 558-562
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
Journal impact factors are a metric often used to evaluate journals; they are calculated by considering a journal’s citation and publication rates during a specified time period. In some cases, impact factors can be misleading because they do not take into account the publication of different types of papers. In the Journal of Chemical Education, many papers provide useful laboratory exercises and classroom activities for teaching faculty and instructors, but they are not formally considered chemistry education research. Laboratory and classroom activity papers may positively affect classroom practices and curriculum development through adaptation and implementation, yet are cited less frequently. This study calculates a citation index for chemistry education research articles published between 2006 and 2015 and compares that index to the published impact factor. We find that the calculated citation index at the two-year and five-year intervals is larger than the corresponding impact factor for the same time period, demonstrating that chemistry education research articles are cited with greater frequency than previously suggested by impact factor calculations.
